There is a built-in contradiction in North American education that particularly affects students with attention deficit/hyperactivity disorder (ADHD): the tendency to teach everyone as if their brains all worked the same way, when the reality is that they do not. The social crisis of the growing number of children whose educational needs the present school system simply does not meet is translated into a medical problem. Even worse is when the ADHD child is reduced to a problem of discipline and behavior control. (Taylor, 1990)
The goal is to teach children to take responsibility for their own learning in a positive way. In attempting to do so, the teachers have no easy task. With hyperactive children, teachers face almost ceaseless disruption of the classroom order. They are up against the ADHD child’s difficulties, low self-esteem, and social anxieties. They may also be up against their own lack of preparedness.
In our schools today there is too much imposed structure and discipline, not enough freedom for individuality and self-expression. The lesson plans are based on what the teacher has been told to teach, not necessarily on who the students are and what, at any stage of their lives, they need to learn. Some teaching m
butts into conversations or games)B. For any number of reasons, the child may not meet the criteria for a full-time specialized class placement even though he needs specialized help. In the classroom I was in for practicum this was a powerful rule. ethods do not take into account the emotional and cognitive realities of the student. Find sources and information that are appropriate for the students so that they are still learning the same things as the rest of the class. Have a homework policy that is fair for all. There are many different, fun, active, strategies that a teacher can use in a classroom with a child who has ADHD or any learning disability. There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning. Every morning the students knew exactly what to do and what they would need for their first class because it was the same every morning. It needs to be in manageable parts, each component small enough to be do able; the child can now feel relaxed. Not everyday is going to go long smoothly if you have a child with ADHD in the classroom, in fact most days don"tmt go by smoothly at all. Seek out and praise success as much as you can. Every once in awhile, let yourself have fun.